Skip to main content

Editorial: preface to the special issue on embodied cognition and technology for learning

Abstract

In this preface to the special issue on embodied cognition and technology for learning, we begin with a brief overview of embodied cognition. We then provide a summary of the papers included in this special issue, noting the features of each paper that make a unique contribution to the special issue topic. Finally, we close by considering the questions and future directions for research on embodied cognition and technology that the special issue offers.

This is a preview of subscription content, access via your institution.

References

  1. Abrahamson, D., Gutiérrez, J., Charoenying, T., Negrete, A., & Bumbacher, E. (2012). Fostering hooks and shifts: Tutorial tactics for guided mathematical discovery. Technology, Knowledge and Learning, 17(1–2), 61–86. https://doi.org/10.1007/s10758-012-9192-7

    Article  Google Scholar 

  2. Abrahamson, D., & Sánchez-García, R. (2016). Learning is moving in new ways: The ecological dynamics of mathematics education. Journal of the Learning Sciences, 25(2), 203–239.

    Article  Google Scholar 

  3. Ahmed, S. (2006). Queer phenomenology: Orientations, objects, others. Durham, N.C., and London: Duke University Press.

  4. Almog, J. (2001). What am I? Descartes and the mind-body problem. Oxford University Press.

    Google Scholar 

  5. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of learning and motivation (Vol. 2, pp. 89–195). Academic Press.

    Google Scholar 

  6. Barsalou, L. W. (2016). Situated conceptualization: Theory and applications. In Y. Coello & M. H. Fischer (Eds.), Foundations of embodied cognition. Psychology Press.

    Google Scholar 

  7. Chemero, A. (2011). Radical embodied cognitive science. MIT Press.

    Google Scholar 

  8. Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.

    Article  Google Scholar 

  9. Favela, L. H., & Chemero, A. (2016). The animal-environment system. In Y. Coello & M. H. Fischer (Eds.), Foundations of embodied cognition: Perceptual and emotional embodiment (pp. 59–74). Routledge/Taylor & Francis Group.

    Google Scholar 

  10. Flood, V. J., & Abrahamson, D. (2015, April). Refining mathematical meanings through multimodal revoicing interactions: The case of ‘‘faster’’. In Annual Meeting of the American Educational Research Association, Chicago (pp. 16–20).

  11. Gibson, J. J. (1986). The ecological approach to visual perception. Erlbaum.

    Google Scholar 

  12. Gomila, T., & Calvo, P. (2008). Directions for an embodied cognitive science: Toward an integrated approach. Handbook of Cognitive Science: An Embodied Approach. https://doi.org/10.1016/B978-0-08-046616-3.00001-3

    Article  Google Scholar 

  13. Hall, R., & Nemirovsky, R. (2012). Introduction to the special issue: Modalities of body engagement in mathematical activity and learning. Journal of the Learning Sciences21(2), 207–215.

  14. Hutto, D. D., Kirchhoff, M. D., & Abrahamson, D. (2015). The enactive roots of STEM: Rethinking educational design in mathematics. Educational Psychology Review, 27(3), 371–389. https://doi.org/10.1007/s10648-015-9326-2

    Article  Google Scholar 

  15. Jensen, L. J., Valentine, K. D., & Case, J. P. (2019). Accessing the Pokélayer: Augmented reality and fantastical play in Pokémon Go. In R. M. Branch, H. Lee, & S. S. Tseng (Eds.), Educational media and technology yearbook (Vol. 42, pp. 87–103). New York, NY: Springer.

    Chapter  Google Scholar 

  16. Kopcha, T., & Ocak, C. (2019). Embodiment of Computational Thinking During Collaborative Robotics Activity. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 464-471). Lyon, France: International Society of the Learning Sciences.

  17. Lakoff, G., & Núñez, R. (2000). Where mathematics comes from (Vol. 6). New York: Basic Books.

  18. Lan, Y. J., Chen, N. S., Li, P., & Grant, S. (2015). Embodied cognition and language learning in virtual environments. Educational Technology Research and Development, 63, 639–644. https://doi.org/10.1007/s11423-015-9401-x

    Article  Google Scholar 

  19. Leitan, N. D., & Chaffey, L. (2014). Embodied cognition and its applications: A brief review. Sensoria A Journal of Mind, Brain & Culture, 10(1), 3–10. https://doi.org/10.7790/sa.v10i1.384

    Article  Google Scholar 

  20. Merleau-Ponty, M. (2002). Phenomenology of perception (C. Smith, Trans.). Routledge Classics. (Original work published 1945).

  21. Nathan, M. J. (2017). Grounded mathematical reasoning. In L. Shapiro (Ed.), The Routledge handbook of embodied cognition (2nd ed.). Routledge.

    Google Scholar 

  22. Nemirovsky, R., Rasmussen, C., Sweeney, G., & Wawro, M. (2012). When the classroom floor becomes the complex plane: Addition and multiplication as ways of bodily navigation. Journal of the Learning Sciences, 21(2), 287–323. https://doi.org/10.1080/10508406.2011.611445

    Article  Google Scholar 

  23. Riener, C., & Stefanucci, J. (2014). Perception and/for/with/as action. In The Routledge handbook of embodied cognition (pp.117–125). Routledge.

  24. Rietveld, E., & Kiverstein, J. (2014). A rich landscape of affordances. Ecological psychology, 26(4), 325–352.

  25. Shapiro, L. (2019). Embodied cognition. Routledge.

    Book  Google Scholar 

  26. Sung, W., Ahn, J., & Black, J. B. (2017). Introducing computational thinking to young learners: Practicing computational perspectives through embodiment in mathematics education. Technology, Knowledge and Learning, 22(3), 443–463. https://doi.org/10.1007/s10758-017-9328-x

    Article  Google Scholar 

  27. Thelen, E. (2012). Grounded in the world: Developmental origins of the embodied mind. Developmental perspectives on embodiment and consciousness (pp. 115–146). Psychology Press.

    Google Scholar 

  28. Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to the development of cognition and action. MIT Press.

    Google Scholar 

  29. Vagle, M. D. (2018). Crafting phenomenological research. Routledge.

  30. Valentine, K. D., & Kopcha, T. J. (2020). Manifestations of middle school learners’ problematization activity as an embodied phenomenon. Journal for Research in Mathematics Education, 51(5), 541–573.

    Article  Google Scholar 

  31. Weisberg, S. M., & Newcombe, N. S. (2017). Embodied cognition and STEM learning: Overview of a topical collection in CR: PI. Cognitive Research: Principles and Implications, 2(1), 1–6.

  32. Wellsby, M., & Pexman, P. M. (2014). Developing embodied cognition: Insights from children’s concepts and language processing. Frontiers in Psychology, 5, 506.

    Article  Google Scholar 

  33. Williams, R. F. (2012). Image schemas in clock-reading: Latent errors and emerging expertise. Journal of the Learning Sciences, 21(2), 216–246. https://doi.org/10.1080/10508406.2011.553259

    Article  Google Scholar 

  34. Xu, X., & Ke, F. (2014). From psychomotor to ‘motorpsycho’: Learning through gestures with body sensory technologies. Educational Technology Research and Development, 62(6), 711–741. https://doi.org/10.1007/s11423-014-9351-8

    Article  Google Scholar 

  35. Young, M. (2004). An ecological psychology of instructional design: Learning and thinking by perceiving–acting systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 169–177). Lawrence Erlbaum Associates.

    Google Scholar 

Download references

Funding

This study was not conducted with any funding sources.

Author information

Affiliations

Authors

Corresponding author

Correspondence to Theodore J. Kopcha.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Kopcha, T.J., Valentine, K.D. & Ocak, C. Editorial: preface to the special issue on embodied cognition and technology for learning. Education Tech Research Dev 69, 1881–1887 (2021). https://doi.org/10.1007/s11423-021-10023-6

Download citation

Keywords

  • Technology integration
  • Embodied cognition
  • Embodiment
  • Instructional design and development